The relevance of syllable per minute measuring at the assessment of reading rate

Abstract

Purpose: To verify whether there are differences in the assessment of reading rate of children at 3rd and 4th grade from elementary school using the measures of words read per minute and syllables read per minute. Methods: This research counted on 29 children from 3rd grade and 28 from the 4th grade of elementary school without reading and writing disorders. All children were asked to read aloud a text according to their schooling level. The procedure was recorded and the reading rate was calculated both in words and syllables read per minute. Results: Data indicated that syllable read per minute measure was more effective to calculate reading rate of children from different schooling levels since it provides a more reliable profile of reading rate. Conclusion: The present study showed evidences that syllable per minute measure is more precise to characterize children’s performance since it considers linguistic and textual features.